Slides CapTechTalks Webinar March 2024 Joshua Sinai.pptx
B k standards-physical_motor 5-11-2012 final
1. • May • DRAFT 5:44 PM 2012
11, 2012 May 11,
Physical Well-Being and Motor Development standards address motor skills and health
practices that are essential for children’s overall development. These skills include the ability
to use large and small muscles to produce movements, to touch, grasp and manipulate
objects, and to engage in physical activity. These standards also describe the development
of health practices that become part of children’s daily routines and healthy habits such
as nutrition and self-help. These skills and behaviors play an important role in children’s
physical well-being and set children on a path leading toward a healthy lifestyle. Healthy
children are more likely to attend school, to be physically active, and to learn more effectively
(Bluemenshine and others, 2008).
The two strands in this domain are Motor Development and Physical Well-Being.
Strand: Motor Development
1
Topics: Large Muscle: Movement, Balance and Coordination
Small Muscle: Touch, Grasp, Reach, Manipulate
Oral-Motor
Strand: Physical Well-Being
Topics: Nutrition
Physical Activity
Body Awareness
Self-Help
Safety Practices
icon
Physical Well-Being and Motor Development here
2. • May • DRAFT 5:44 PM 2012
11, 2012 May 11,
STRAND TOPIC
Motor Development Large Muscle: Movement, Balance, and Coordination
icon
here
Infants Younger Toddlers Older Toddlers Pre-Kindergarten
STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT
Demonstrate strength and Walk with increasing Use locomotor skills with Demonstrate locomotor skills
Physical Well-Being and Motor Development
control of head, arms, legs coordination and balance, with increasing coordination and with control, coordination,
and trunk using purposeful or without adult support and/or balance. balance in active play.
movements. assistive device. EXAMPLES EXAMPLES
EXAMPLES EXAMPLES • Runs, jumps, kicks a ball. • Hops, gallops, skips, and runs with
• Holds head and torso up, first on • Begins to run excitedly toward • Uses alternating feet when control of direction and speed.
two hands and then on one, while caregiver. climbing stairs. • Climbs ladders and pumps a swing
on tummy. • Climbs into adult chair and turns on outdoor play equipment.
• Scoots backward on belly toward to sit.
caregiver. STANDARD STATEMENT
• Crawls forward on his hands and Use a variety of non-locomotor STANDARD STATEMENT
knees or might scoot on bottom or body movements (hands in the Demonstrate coordination in
“army crawl” to reach something air, turn around, stand on one using objects during active play
of interest. foot, etc.) during play. (riding tricycle, catching ball).
EXAMPLES EXAMPLES
• Bends to touch toes, knees, chest • Kicks, throws and catches a ball. 2
and head during “Tony Chestnut”
song.
STANDARD STATEMENT
Use non-locomotor skills with
control, balance and coordination
such as bending, stretching and
twisting during play.
EXAMPLES
• Plays “Simon Says,” touches toes,
twists to the left and twists to the
right.
STANDARD STATEMENT
Demonstrate spatial awareness
in physical activity or movement.
EXAMPLES
• Jumps for height and distance.
3. • May • DRAFT 5:44 PM 2012
11, 2012 May 11,
STRAND TOPIC
Motor Development Small Muscle: Touch, Grasp, Reach, Manipulate
icon
here
Infants Younger Toddlers Older Toddlers Pre-Kindergarten
STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT
Transfer a toy from one hand to Use both of their hands together Coordinate the use of arms, Coordinate the use of hands,
Physical Well-Being and Motor Development
another by reaching, grasping to accomplish a task. hands and fingers to accomplish fingers and wrists to manipulate
and releasing skills. EXAMPLES tasks. objects and perform tasks
EXAMPLES EXAMPLES requiring precise movements.
• Turns the pages of a board book.
• Grabs a preferred shaker toy, • Uses a spoon to scoop up food EXAMPLES
• Scribbles with a fat crayon on a
shakes it, brings toy to mouth then large piece of paper using a full- and bring it to mouth, with some • Strings beads or cereal to make a
tosses it down to reach for a new hand grasp. spillage. necklace.
toy. • Strings a large wooden bead onto • Zips, snaps, buttons and dresses
• While holding a small toy in one a shoelace. self.
hand, reaches for another toy with • Makes snips in a piece of paper
free hand. with child-sized scissors.
• Bangs objects on floor during play. STANDARD STATEMENT
• Unbuttons a large button on
Use classroom and household
sweater.
tools independently with eye-
hand coordination to carry out
activities.
3
EXAMPLES
• Uses fork and spoon to eat.
• Uses scissors to cut shapes.
• Uses pencil to make recognizable
shapes, lines or dots.
4. • May • DRAFT 5:44 PM 2012
11, 2012 May 11,
STRAND TOPIC
Motor Development Oral-Motor
icon
here
Infants Younger Toddlers Older Toddlers Pre-Kindergarten
STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT
Use mouth and tongue to Take and chew small bites/ Take bites from whole foods, Demonstrate increasingly
Physical Well-Being and Motor Development
explore objects. pieces of finger food. coordinates chewing and complex oral motor skills such
EXAMPLES EXAMPLES swallowing. as drinking through a straw,
EXAMPLES blowing bubbles or repeating a
• Explores the texture of objects • Chews small pieces of finger food
with lips and tongue while playing with a variety of textures such as
tongue twister.
• Takes bites of and chews apples,
with toys. crackers, bits of cheese and chunks broccoli, chicken and other foods EXAMPLES
of banana. presented at lunch. • Drinks from an open cup, usually
• Bites a biscuit or chews on a toy. • Drinks from a cup without a lid without spilling.
STANDARD STATEMENT
• Takes a bite from a piece of bread. with a little spilling. • Drinks a milkshake through a
Open mouth to wait for food to
straw.
enter and use upper lip to clean
food off spoon during spoon • Blows out birthday candles.
feeding. • Attempts tongue twisters such as
“Peter Piper.”
EXAMPLES
• Developing clear speech
• Takes infant cereal, or pureed fruit articulation with some
or vegetable from spoon with lips mispronunciations. 4
and coordinates swallow of the
food.
5. • May • DRAFT 5:44 PM 2012
11, 2012 May 11,
STRAND TOPIC
Physical Well-Being Nutrition
icon
here
Infants Younger Toddlers Older Toddlers Pre-Kindergarten
STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT
Communicate hunger or when Eat during regular meals and Make simple food choices, Demonstrate basic
Physical Well-Being and Motor Development
feeling full. snacks times. has food preferences and understanding that eating a
EXAMPLES EXAMPLES demonstrates willingness to try variety of foods helps the body
new foods. grow and be healthy.
• Watches bottle or food being • Climbs into toddler seat
prepared and/or reaches for bottle anticipating snack time. EXAMPLES EXAMPLES
or food when presented. • During lunch, asks for more • Helps pick and later tastes green • Explains why the body needs food
• Eagerly accepts bottle or soft foods bananas when still hungry. beans from the classroom garden. “to make my body grow.”
when hungry and turns head or • Prefers peaches and pumpkin • Pretends to fix a meal in dramatic
pushes away when full. bread one week then turkey and play, “do you want carrots or
cheese the next week. grapes?”
STANDARD STATEMENT
Demonstrate emerging
responsibility for eating.
EXAMPLES
5
• During snack time says, “I’m not
hungry anymore so I will go play.”
6. • May • DRAFT 5:44 PM 2012
11, 2012 May 11,
STRAND TOPIC
Physical Well-Being Physical Activity
icon
here
Infants Younger Toddlers Older Toddlers Pre-Kindergarten
STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT
Interact with caregivers in Participate in active physical Participate in songs or games Participate in active play
Physical Well-Being and Motor Development
physical activities. play. requiring spontaneous or exhibiting strength and stamina.
EXAMPLES EXAMPLES instructed body movements. EXAMPLES
• Plays peek-a-boo. • Crawls and climbs over and under EXAMPLES • Uses gross motor equipment such
• Reaches for a toy. on a small climber. • Points to body parts during a song as climber, slide and swing.
or game requiring knowledge of • Runs with control and stops when
• Kicks legs and moves arms while
body parts. intended.
lying on back.
• Jumps, turns around, puts hands • Pedals a tricycle.
in the air, squats down low, twists
and shakes when “dancing” to
music. STANDARD STATEMENT
Demonstrate basic under-
standing that physical activity
helps the body grow and be
healthy.
EXAMPLES
6
• Makes statements like “running
fast makes my legs strong” or “I
feel good when I run, jump and
play with my friends.”
7. • May • DRAFT 5:44 PM 2012
11, 2012 May 11,
STRAND TOPIC
Physical Well-Being Body Awareness
icon
here
Infants Younger Toddlers Older Toddlers Pre-Kindergarten
STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT
Show awareness of own body. Point to basic body parts when Name, point to and move body Identify and describe the
Physical Well-Being and Motor Development
EXAMPLES asked. parts. function of body parts.
• Sucks on toes, hands and fingers. EXAMPLES EXAMPLES EXAMPLES
• Looks at hands. • Points to the dolls nose when • Moves appropriate body parts • Identifies many body parts such
asked. when playing “Simon Says.” as knees, elbows, shoulders, neck,
fingers.
• Tells a friend, “My muscles make
me strong.”
• States, “I see with my eyes,” “I
hear with my ears,” “I smell with
my nose.”
7
8. • May • DRAFT 5:44 PM 2012
11, 2012 May 11,
STRAND TOPIC
Physical Well-Being Self-Help
icon
here
Infants Younger Toddlers Older Toddlers Pre-Kindergarten
STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT
Demonstrate emerging Participate in handwashing with Assume increasing responsibility Complete personal care tasks
Physical Well-Being and Motor Development
participation in dressing self adult assistance. for hand washing. with increasing responsibility.
EXAMPLES EXAMPLES EXAMPLES EXAMPLES
• Straightens or extends arm when • Uses soap and rubs hands • Washes hands with soap and • Follows bathroom routine with
hand is placed in sleeve during together with assistance during water at the sink before snack. adult guidance and reminders
dressing. hand washing. (brushing teeth two times a day,
flushing toilet, washing hands,
STANDARD STATEMENT etc).
STANDARD STATEMENT Actively participates in dressing.
Participate in dressing with EXAMPLES
caregiver assistance. STANDARD STATEMENT
• Actively participates in choosing Follow basic health practices.
EXAMPLES clothing to wear.
EXAMPLES
• Gets clothing items or diapers • Expresses preference for clothing
when asked. items. • Puts dirty things such as tissues
• Extends foot when caregiver and towels in trash.
• Undresses completely without
is ready to put shoes on; may help. • Washes hands after using tissue.
8
attempt to put on own shoes. • Covers mouths with elbow
or sleeve when sneezing and
coughing.
STANDARD STATEMENT
Dress with minimal or no
caregiver assistance.
EXAMPLES
• Dresses with clothing right side
out and correct side forward.
• Puts shoes on correct feet.
9. • May • DRAFT 5:44 PM 2012
11, 2012 May 11,
STRAND TOPIC
Physical Well-Being Safety Practices
icon
here
Infants Younger Toddlers Older Toddlers Pre-Kindergarten
Not applicable. STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT
Follow adult intervention/ Cooperate and/or stop a Identify and follow basic safety
Physical Well-Being and Motor Development
guidance regarding safety. behavior in response to a rules with guidance and support.
EXAMPLES direction regarding safety. EXAMPLES
• Picks up toys when directed so EXAMPLES • Recognizes when someone is
people don’t trip on them. • Follows rule, with reminder, to doing something unsafe.
• Sometimes stops doing a behavior walk in the classroom, even when • With occasional adult prompting,
when adult says, “No.” excited. goes feet first down the slide.
• Stops putting non-food items in • Wears helmet when riding a • Does not talk to strangers.
mouth when asked. wheeled toy, with help from adult.
• Holds caregiver’s hand when
STANDARD STATEMENT
crossing street.
STANDARD STATEMENT Identify how adults help to keep
• Climbs into car seats. Use adults as resources when us safe.
needing help in potentially
EXAMPLES
unsafe or dangerous situations.
• Identifies roles of firefighter and
EXAMPLES
police officer. 9
• Calls an adult for help when a
glass falls and is broken.
• Asks for help jumping down from STANDARD STATEMENT
a climber. Identify the consequences of
unsafe behavior with adult
guidance and support.
EXAMPLES
• Says “you shouldn’t play in the
street because a car could hit you.”
STANDARD STATEMENT
Demonstrate emerging ability
to follow emergency routine
with adult modeling and support
(for example, a fire drill or
earthquake drill).
EXAMPLES
• Lines up to exit the building during
a fire drill, with adult guidance.
(Standard Statements continue on
page X.)
10. • May • DRAFT 5:44 PM 2012
11, 2012 May 11,
STRAND TOPIC
Physical Well-Being Safety Practices Continued
icon
here
Infants Younger Toddlers Older Toddlers Pre-Kindergarten
(Standard Statements continued
from page X.)
Physical Well-Being and Motor Development
STANDARD STATEMENT
Demonstrate emerging ability
to follow transportation and
pedestrian safety rules with
adult modeling and support.
EXAMPLES
• Seeks to hold adult’s hand while
crossing the street.
• Cooperates with using car seats
and seat belts.
10